Application of Learner-Centered Approach in College English Instruction in China: A Case Study

With a development history of more than half century, the learner-centered approach has become new teaching paradigm worldwide. The can produce effective and significant learning focusing on learners’ development, learning, outcomes. This study aimed to determine how increase students’ engagement, improve their English strategies, enhance academic performance in specific EFL setting. Bloom’s taxonomy, Zhao’s “Neo Tri-Centers,” Krashen’s L2 acquisition theory, primarily Biggs’ constructive alignment functioned as valuable guidelines when designing instructional activities. Constructive holds that intended outcomes, activities, assessment tasks should be aligned organically achieve learning. Data collected through instructor’s observations, questionnaires, assessments performances, colleague’s feedback show remarkably motivated students, improved enhanced performance. results implications this may reference importance for future language foreign or second setting.